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Science, Technology, Engineering, and Math

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Science, Technology, Engineering, and Math MICHAEL HEIZER United States, b. 1944 Levitated Mass, 2011 Granite, concrete, and steel; 258 x 5472 in. Zenith: 180 in., Weight: 340 tons LACMA © Michael Heizer (M.2011.35) TEM (science, technology, engineering, and the collection of the Los Angeles County Museum math) Education may be a newly named of Art can provide the basis for lesson plans that Sinitiative, but these content areas have always have the potential to broaden student thinking in been at the core of the K–12 curriculum. As soon all of these subjects. The key question addressed as the acronym “STEM” was conceived, artists and in this packet is: How do artists connect math, museums raised the issue of where the arts come engineering, and technology to make art? This into play, expanding the initiative to “STEAM.” curriculum connects initiatives that cross into STEAM and its application to K–12 classrooms the museum and the classroom by placing art- highlight the relationship between artistic, mathe- works in conversation with what are often matical, and engineering practice. Artworks from considered “hard” subjects. _____________________________________________________________________________________________________ Just as STEAM is a newly named initiative that Line of Inquiry: A series of open-ended questions revisits older ideas in a contemporary way, that navigate exploration of the essential question Project-Based Learning, or PBL, is a reconception and practice with core content. Stages include of longstanding pedagogy in a project-based brainstorming, mapping of tasks, and generating approach. The units included here are presented possible solutions. in this format, and each is formulated to support student inquiry in math and engineering through Equal Voicing: Various roles (chosen by either the language of the visual arts and principles of the student or the educator, depending on age or design. learning needs) that provide opportunities for individual and collaborative contributions. Educators have long valued teaching that emphasizes learning while doing in contexts Revision: Editing prompts to encourage inspired by real-world situations. PBL supports adjustments in research or improvements to the this philosophy by placing the student at the final product. center of his/her own learning, empowering students to propose questions, direct research, Presentation: A forum that allows students to and interpret answers. The educator acts as a share their research with classmates, the school, guide through exercises in exploration, the neighboring community, or practitioners in experimentation, revision, and reflection. The the field. process is the focus, rather than the culminating project, which requires educators to relinquish Reflection: Students state their accomplishments some control over the end product. Teachers through formative assessment and cumulative learn alongside students as they cooperatively self- or group-evaluation. Reflection recalls the define the project, utilizing a combination of use of problem-solving and persistence. direct instruction and open-ended questioning. The artworks featured in this curriculum serve as In PBL, teaching and learning take the form of engaging entry points into math and engineering an extended experience comprising key tenets. concepts. Use the information and images provided to facilitate an initial conversation or Point of Entry: An introductory activity such interaction with an artwork through questions as a field trip, discussion, or demonstration that such as, “What do you see?” “What do you see can be inspired by literature, journalism, media, that makes you say that?” and “What more can or art. you find?” The essential questions that follow serve as extensions into PBL experiences, and, in Essential Question: A driving question that this case, students should utilize the languages of frames the unit and guides student thinking mathematics and the visual arts to answer such throughout the process. questions. Suggested grade levels are aligned with content standards that can be scaffolded and Core Content: Curricular concepts that integrate adapted for students. learning across subject areas. Urban Light, 2008, Chris Burden _____________________________________________________________________________________________________ CHRIS BURDEN United States, b. 1946 Urban Light, 2008 1 1 1 202 restored cast-iron antique street lamps, 320 /2 x 666 /2 x 704 /2 in. LACMA, the Gordon Family Foundation’s gift to Transformation: The LACMA Campaign © Chris Burden (M.2007.147.1–.202) Chris Burden, an L.A.-based artist interested in The lights that populate this work were collected contemporary life and the urban experience, has over a seven-year period, and each individual spent much of his career exploring the intersection lamp represents the unique time and place of its of art and engineering, employing construction original location. for example, the seventeen materials and found objects to create large-scale lamps from Lynwood are each twelve feet tall and sculptures such as Urban Light. for Urban Light, simple in design, with a single light globe. The six Burden utilized a collection of 202 antique street from Glendale stand at nineteen feet and feature lamps from the city of L.A. circa the 1920s and double globes and a decorative design. All 202 '30s. Their installation, arranged carefully on a lamps have fluted shafts or trunks in the form of grid, exemplifies the real-world nexus of math, prisms, and all are painted grey. The street lamps art, and design. are grouped in rows according to neighborhood, and the arrangement forms a grid that (despite initial appearances) is not perfect—but does offer repetition of shape and color. CHRIS BURDEN United States, b. 1946 Diagrams of Urban Light, 2007 © Chris Burden Studio Write an algebraic expression to describe the total Point of Entry: Planning for the sculpture’s number of globes (y) as it relates to the number of installation paralleled the planting of a garden. lampposts (x). Use a coefficient of 1, 2, or 3 to The lampposts were first measured for height, distinguish single-, double-, and triple-globed weight, and square base. Similar to how one might posts. If you were to design a school garden organize flowers, the artist grouped the lamps inspired by this artwork, how would you map the according to their unique designs, such as single, arrangement of flowers and plants, and why? (symmetrical) double, or (rotationally symmetrical) triple globes. Rows were arranged by height. The Equal Voicing: How will you work in teams to tallest posts comprise the middle section and are execute the garden? Students may take roles: flanked by the shortest posts to create the effect botanists to research plants and their character- of a symmetrical pyramid. from the perspective istics; mathematicians to determine the distance of the street, this allows the viewer to see all of between two plants and where seeds should be the lamps at once. In the practice of gardening, planted by plotting the plants on a grid; and, a similar arrangement ensures that the shortest finally, gardeners to realize the design. and tallest plants receive equal amounts of light. Revision: What other ways could you group the Essential Question: How can you use symmetry plants? How can you arrange them so that they and scale to beautify the school? all receive equal amounts of sunlight? Where on campus will you plant the garden? How much Grades: K–4 space will it require? Core Content: Line, shape, pattern, motif, form, Presentation: Unveil the gardens in a ribbon- scale, polygonal prism, symmetry (bilateral and cutting ceremony for the school. Present your rotational), algebraic expression, and space. research, such as information on the various garden habitats, at an accompanying science fair. Line of Inquiry: What do you see in Urban Light? Ask students to present their findings to When you look closely, what shapes, patterns, or classmates and peers. motifs do you notice? How would you describe the bases and columns in geometric terms? When you Reflection: How do people practice math in take an overall view, what type of lines emerge? everyday life? What is the relationship between How does the sculpture’s arrangement form a math and design? If you were to design the two-dimensional grid and a three-dimensional garden again, what parts of the process would pyramid? How are the lampposts grouped? How you repeat? What would you do differently, or many globes do you see in each group? what changes would you make? Where could you plant another garden? Metropolis II, 2010, Chris Burden _____________________________________________________________________________________________________ CHRIS BURDEN United States, b. 1946 Metropolis II (detail), 2010 3½ hp DC motors with motor controllers, 12,000 custom manufactured die-cast cars (1,100 for operating, 10,900 for replenishing damaged cars), 26 HO-scale train sets with controllers and tracks (13 for operating,13 for replenishing damages), steel, aluminum, shielded copper wire, copper sheet, brass, various plastics, assorted woods and manufactured wood products, Legos, Lincoln Logs, Dado Cubes, glass, ceramic and natural stone tiles, acrylic and oil-based paints, rubber, and sundry adhesives; 117 x 339 x 230 in. © Chris Burden. Courtesy Gagosian Gallery. Photography by E. Koyama. (L.2010.33.1) In addition to large-scale objects, Burden is also The energy starts at the center of the sculpture, an avid collector of miniatures, and has employed where the conveyor belt magnets carry six lanes them to create imaginative works such as of cars to a seven-and-a-half foot peak. The cars Metropolis II. A model city composed of cars, are lined up in rows, and each follows a distinct trains, and buildings, Metropolis II is a maze of and specific path. Attempting to follow a single speed and sound. Eleven hundred Hot Wheels- car with the eye can be dizzying; if they were size cars and thirteen miniature passenger trains full-size cars they would be traveling at 240 race through 1,350 feet of track. Twenty-five miles per hour. skyscrapers dot the horizon, interwoven with two freeway ramps and eighteen lanes of traffic.
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